When the indirect question is not understood, and a repetition is required, it takes the rising inflection; as, "Whose book is it?"-____ 66 Mine." "Whose, did you say'?"

123. Exclamation declares the emotion of the speaker: the inflection at the concluding accent is either rising or falling, according to the signification of the member of the sentence to which it is subjoined.

Language of deep emotion, of authority, surprise, denunciation or terror, generally takes the falling inflection; as, "Me miserable!" —“ What a piece of work is a man'!"

When exclamatory sentences become questions, or are expressive of tender emotions, they usually take the rising inflection; as, "They planted by your care'?"— O'! my son Absalom'!"

124. Words and clauses connected by the disjunctive or generally require the rising inflection before, and the falling after it; as, "Shall we go or stay`?". "It was black or white, green or blue, rough or smooth."—" Do you seek wealth or virtue`?". "Does Napoleon deserve praise or blame?"

125. The circumflex is a combination of the two inflections. The falling, followed by the rising, may be indicated to the eye thus (^); the rising, followed by the falling, thus (V). These tones are used in ironical passages. We have examples of both in the following: "Hear him, my lord; he is wondrous condescênding."

126. Certain passages receive an impressive effect from the continuance of one tone through several words; this is called a Monotone, and may be indicated in print by the mark of the long vowel over words, thus (). The following passage should be delivered in the monotone: "O! when the last account 'twixt heaven and ēārth cōmēs tō bē mādē, then shall this hand and seal wītnēss āgāīnst thēē to thy condemnātīōn."

127. A parenthesis, as it is a sentence within a sentence, must be kept as clear as possible from the principal sentence by a change of tone. Bear in mind that a parenthesis is not always gignified to the eye by these marks (); the comma or dash is often used instead.

128. In poetry, words and phrases are sometimes inverted or changed from their usual order; and this is done to preserve the measure of a verse; as, "Farewell, ye waters blue!" "Thus spake the chief!" "Who taught thee the time to count?" &c. If we were writing prose, we should be more likely to say, "Farewell, ye blue waters!" "The chief spake thus! "Whe taught thee to count the time?" &c.

TO TEACHERS.

Too much attention cannot be paid to accuracy of articulation at a time when the organs of speech are pliable, and the most lasting impressions are produced. The present work has been arranged with especial reference to this object. The Exercises on the elementary sounds and consonant combinations embrace all that will be necessary for the most thorough drilling. The small figures attached to words refer to the corresponding number of paragraphs in Part I.; and the Italicizing of certain letters in the reading exercises indicates that such letters come under the elementary sound or consonant combination in the paragraph in Part I. referred to.

Thus, should the last three letters in the word hosts (which bad readers will be apt to deprive of its t sound) be Italicized, and the number 100 be attached, the reference is to Paragraph 100 in Part I., where will be found the sound expressed by the combination sts, indicating that every letter must be distinctly sounded.

Remark that in the exercises on the consonant combinations, the combinations are first given separately in Italic letters, as the guide to the sounds in the words which follow as examples. Thus, the simple combination kt represents the true sound of cked in rocked as well as of ct in act. The terminating sounds in ants, ents, ess, ing, kts, lts, mts, sts, ldz, ndz, ow, also the sound of unaccented er and the element sh before r, should be carefully heeded; and where pupils slight these sounds in reading, they should be referred to the true sound in the Exercises of Part I.

The pupil should be made thoroughly to understand the significance of the marks of accent, quantity, &c. The Explanatory Index is not intended to supersede the use of a Dictionary, but rather to cultivate the habit among the young of looking out words in regard to the meaning or pronunciation of which they are doubtful.

The words given as exercises on the elementary sounds, beginning page 12, have been arranged in alphabetical order for convenience of reference. Frequent reference, for the verification of these sounds in doubtful words, as they may occur in reading, is recommended.

The posture of the pupil in reading should be carefully regulated. A stooping, ungraceful posture will impart its bad quality to his elocution. An upright, alert presentation of the whole body, a proper expansion of the chest, and throwing back of the shoulders, should be insisted on.

The regulation of the breathing should not pass unheeded. Be careful that no vicious tones, no nasal habit of utterance, no over-fast or over-preeise mode of enunciation, pass unrebuked.

THE

STANDARD THIRD READER.

PART II.

EXERCISES IN READING.

The letters EI, placed at the end of a word, refer to it in the Explanatory Index.

Figures at the end of a word refer to the paragraph of a corresponding number in Part I.

ΕΙ

I. THE SECRET OF SUCCESS.

1. ATTENTION is the secret of success in learning to read, as it is in all other undertakings in life. Sir Isaac Newton, on being asked how he had discovered" the true system of the universe, replied, "By continually thinking upon it." In other words, he gave his attention to it, and occupied his thoughts about it.

2. If you would become a good reader, you must remember that attention is the important thing for success. Attend to the articulation and pronunciation of your words, and soon you will artic'ulate and pronounce correctly without forethought or effort.

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3. Attend to the meaning" of what you read, and you will bestow your emphasis1 aright, and make your hearers understand you at once. Attend to the modulation of your voice, and you will not be liable to sink it to a spiritless tone, or raise it, at improper times, to a pitch that might better suit the town crier.

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4. Attend to the marks and references" introduced into this book for your guidance, and you will avoid many3 errors, and acquire accurate" habits of articulation, that will not be lost. You will moreover be led to understand more thoroughly what you read, and thus make a positive gain in your power to read well.

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5. Attend to the elocution of your classmates while they are reading aloud, and you may learn to avoid their ĕrrors, 19 and ben-e-fit by their successes. If they pronounce any word in a manner that you think ĕr-ro-ne-ous, look it out in the dictionary, and find which mode is right.

6. Are you aware of the advantages which the ability to read well may give you ?u8 It will not only be a constant satisfaction to yourself, but a means of imparting pleasure and instruction to others."1

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7. As mere exercise," the habit of reading aloud is highly ben-e-ficial" on account of the strength which it confers on the chest and lungs; while the mental pleasure to be derived from it is one of the most delightful that can adorn the family circle.

EI

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8. The newspapers gave an account, not long since, of a worthy man who had been elected a clerk of a state legislature. It is often the clerk's duty to read documents aloud. But this man had not been taught in his youth the importance of reading well, and he had grown up with such bad habits of articulation, that it was difficult to understand him.

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9. He took no heed of the proper pauses in reading; clipped his words of half their right sounds; said git instead of get, mornin instead of morning, sich instead of such, feller instead of fellow, and scursely instead of scarcely. The consequence was, that he was frequently interrupted by laughter from his hearers, and, one day, in a fit of mortification, he resigned his office.

10. It is not only in official stations that the art of reading with pro-pri-ety will be of service to you. What

ever may be your occupation in life, this art cannot fail to be a frequent cause of satisfaction, and the means of adding largely to your usefulness.

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1. ONE hot summer morning" a little cloud rose out :f the sea, and glided lightly, like a playful child, through the blue sky and over the wide earth, which lay parched and languishing from the long drought.

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2. As the little cloud sailed along, she saw far beneathTMa her the poor laborers toiling in the sweat of their brows, while she was wafted along by the light breath of the morning, free from care and toil.

3. "Ah!" said she, "could I but do something to lighten the labors of those poor men upon the earth, drive away their cares, give refreshment" to the thirsty" and food to the hungry! "13 And the day went on, and the cloud grew bigger and bigger; and as she grew, her desire to devote her life to mankind grew likewise stronger.

EI the

4. But on the earth the heat waxed more intense ;EI sun's rays burned like fire, till the wearied laborers nearly fainted in the fields; and yet they worked on and on, for they were very poor. From time to time they cast a piteous look up at the cloud, as much as to say, "Ah, that you would help us! "13

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5. "I will help you," said the cloud; and she began to sink gently down. But presently she remembered"1 what she had once heard when a little child, in the depths of the sea, that if a cloud ventures too near the earth, she dies.

6. For a while she wavered, and was driven hither and thither by her thoughts; but at length she stood still, and, with all the gladness of a good resolution, she cried, "Ye weary men who are toiling on the earth, I will help you!"

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